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it relates to assessment
clarify the purpose and value of quality feedback to
learners
deepen their understanding of different types of
feedback.
analyze feedback statements and discuss ways to
Where am I now?
3. Offer regular descriptive feedback 4. Teach students to self-assess and set goals
Excerpts from Feed BackFeed Forward: Using Assessment to Boost Literacy Learning by Anne Davies.
The brain research tells us that our brains
require feedback to learn (Pinker, 1997; Sylwester, 1995; Jensen, 1998). Classroom assessment research tells us that when we involve students in the assessment process, increase the amount of descriptive feedback students receive, and decrease the amount of evaluative feedback they receive, students learn significantly more (Black and Wiliam, 1998).
Feedback for our brain is a bit like fats in our body. Some kinds of fats clog up our arteries and increase our cholesterol to dangerous levels while other kinds of fats lower our cholesterol.
standards with numbers to indicate ratings, 8/10, checks on a checklist, letter grades are like the fats that clog our arteries but instead of shutting down the blood flow, they shut down the learning brain.
Descriptive feedback feedback that is specific about what is working and points out next steps in the learning nourishes the learning brain.
learning. Dylan Wiliam reviews the importance of giving learners effective feedback as an integral component of formative assessment. (3-4 minutes) Click on the link below. Right click on the arrow to download video and open http://www.ltscotland.org.uk/video/f/feedbackon
Key Terms
In Willams video he talks about two types of feedback, ego involving and task involving. These terms are synonymous with the terms: 1.evaluative feedback (ego related ) 2.descriptive feedback (task related)
-1996 Pat Tunstall and Caroline Gipps
Descriptive Feedback
Describes features of
measurement May compare students to each other Does not give students information about specific elements (knowledge, skills) they perform well May encourage competition Sometimes linked to rewards vs. Punishments Stifles learning
work or performance Relates directly to learning targets and/or standards of quality using exemplars, rubrics and/or samples Points out strengths and gives specific information on how to improve Provides strategies for moving forward Promotes learning by increasing motivation Formative assessment
Activity 1
Activity 2 slide
Motivational Feedback
Goal is to make the learner feel good. Feedback that is intended to encourage and
Activity 2 slide
Evaluative Feedback
Goal is to measure student achievement with
a score or a grade.
student achievement.
73%
Activity 2 slide
Descriptive Feedback
Goal is to improve student achievement by
telling the learner what steps to take in order to move forward in the learning process.
in 4th grade who said ice cream was their favorite. You now need to divide this number by the total number of students to get the percent Activity 2 slide who said ice cream was their favorite.
feedback.
identified in the table. I am not convinced that the rule you wrote works for all the values in the table. How could you prove this?
Activity 2 slide
Evaluative
Feedback is primarily evaluative
Descriptive
Descriptive feedback primarily tells the student how to correct their reasoning.
Effective
Descriptive feedback asks the student what to do to move their reasoning to the next level.
Purpose: to improve Purpose: to improve learning, by moving learning by indicating to student reasoning to the the student what needs to next level be improved MoreFormative
MoreSummative
Activity 2 slide
is trying to make
are unable read the teachers writing cant process the feedback and understand what to
do next. Asking a student to tell you what they think you are trying to say to them is the best way to check this out.
Wiliam (1999)
Findings from Ruth Butlers research on 132 year 7 students:
Students given only marks made no gain from the
first to the second lesson. Students given only comments scored on average 30% higher. Giving marks alongside comments cancelled the beneficial effects of the comments.
Research conclusion: If you are going to grade or mark a piece of work, you are wasting your time writing careful diagnostic comments.
Clarke (2001)
Findings from Clarke's research: Teachers give: their students too many criteria making it very difficult for specific feedback to be given
too much information in their marking which
Clarke suggests: When giving written feedback that teachers highlight three successes in the students work and one area where some improvement is necessary.
Sutton (1998)
Sutton suggests effective feedback should: be specific both positive and critical be descriptive, rather than evaluative be offered as soon as possible after the event offer alternatives or ask the learner to do so look forward to the specific next steps to improve performance encourage and plan for opportunities for the feedback to be used as soon as possible involve the learner wherever possible, to improve the chance of feedback being understood and acted upon.
Feedback in summary
Quality feedback to learners:
focuses on the learning intention of the task
clear target
occurs as the students are doing the learning provides information on how and why the
improve
assists the student to understand the goals of
descriptive comments on every piece of students work is the only way or even possible. In the next slides we will guide you through several ways to set criteria and assess students work without putting a mark on the paper.
Strategies Proposed:
Met, Not Yet Met Met, Not Yet Met, I Noticed Sample Match Performance Grid More of, Less Of N.B. (Pay Attention) Specific Remarks Using Acronyms The Next Step Key Questions
these strategies for use in one subject area with your students.
Supplemental
Talk About Assessment -High School Strategies and Tools. By: Damien Cooper Video Clips
Introduction clip #1 Assessment Without Marks #6
Informs Students How to Improve (p.110) Do I Routinely Work one-on-one or with small groups of Students To Support Them in Using Feedback To Improve Their Work (p.111)
Contact dmueller@[plpsd.mb.ca for acquiring this material
On your own
Feedback Feedforward Notable Quotes - Google Docs - Anne Davies -An In this activity
online journal article participants are divided that summarizes key up into groups. Each components of group is asked to look at effective feedback. quotes on formative Feed Up, Back, Forward assessment by different Douglas Fisher and researchers, summarize Nancy Frey ASCD key points and report November 2009 back to the larger group.
In closing
The most powerful single modification that
enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback. Hattie, 1992
Assessment references
Cameron, C., Gregory K., Davies, A., (1997) Knowing What Counts Setting and Using Criteria. Building Connections Publishing. Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils learning in the primary classroom. London: Hodder and Stoughton. Clarke, S. (2003). Enriching Feedback in the primary classroom. London: Hodder and Stoughton. Hawk, K. & Hill, J. (2001) The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal, September 2001. Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22 (4). Sutton, R. (1998). School-wide Assessment. Improving Teaching and Learning. New Zealand Council for educational Research. Wellington NZ. Wiliam, D. (1999). Formative Assessment in Mathematics. The Mathematical Association. Equals. Summer Volume 5, Number 2.